Most of interaction in the classroom is from the teacher to the students. There is little student initiation and little student- student interaction.

23What about students feelings? Grammar-translation method

In this method, there are no principles which relate to this area.

24Views on language cultureGrammar-translation method

Literary language is considered superior to spoken language and is therefore the language that students study. Culture is viewed as consisting of literature and the fine arts.

25EmphasisGrammar-translation method

Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.

26The role of the native language Grammar-translation method

The meaning of the target language is made clear by translating it into the students native language. The language that is used in class is mostly the students native language.

27EvaluationGrammar-translation method

Written tests in which students are asked to translate from their native language to the target language or vice versa are used. Questions that ask students to apply grammar rules are also common.

28Response to errorsGrammar-translation method

Having the students get the correct answer is considered very important. If students make errors or do not know an answer, the teacher supplies them with the correct answer.

29Deductive GrammarGrammar-translation method

In the Grammar-Translation Method, students study grammar deductively that is to say, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples.

30Some techniques used in the MethodGrammar-translation method

Technique Translation of a literary passage .

Students translate a reading passage from the target language into their native language. Vocabulary and grammatical structures in the passage are studied in subsequent lessons.

31Grammar-translation method

Technique Use of words in the sentences

In order to show that students understand the meaning and use of new vocabulary item, they make up sentences in which they use the new words .

32Grammar-translation method

Technique Composition

The last technique to be mentioned here is composition in which the teacher gives the students a topic to write in the target language.

33Grammar-translation method

Technique Reading comprehension questions.

The fist group of questions asks for information contained in the passage. The second group requires inferences. The third group requires students to relate the passage to their own experience.

34Grammar-translation method

Technique Antonyms/ synonyms

This is another technique associated with the method in which students are given a set of words and are asked to find antonyms or synonyms in the reading passage.

35Grammar-translation method

Technique Cognates

Still another technique used in the method is to teach students to recognize cognates by learning the spelling or sound pattern that correspond between the languages.

36Grammar-translation method

Technique Deductive application of rule

Grammar rules are presented with examples. Exception to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples.

37Grammar- translation method

Technique Fill-in-the-blanks

Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items of a particular grammar type, such as prepositions or verbs with different tenses.

38Grammar-translation method

Technique Memorization

Students are given lists of target vocabulary words and the native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules.

39 CHAPTER 3 The Direct Method

The Direct Method is not new. Most recently, it was revived as a method when the goal of instruction became learning how to use the target language to communicate.

40Direct method

Since the Grammar-Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular.

41No TranslationDirect method

The Direct Method has one very basic rule No translation is allowed. That is to say, meaning is conveyed directly in the target language through the use of demonstration and visual aids.

42Observations and their underlying PrinciplesDirect method

Observation The students read aloud a passage about United States geography.

Principle Reading should be taught from the beginning of language instruction.

43Direct method

Observation The teacher points to a part of the map after each sentence is read.

Principle Objects (e.g. realia or pictures) should be used to help students understand the meaning.

44Direct method

Observation The teacher uses the target language to ask the students if they have a question.

Principle The native language should not be used in the classroom.

45Direct method

Observation The teacher answers the students questions by drawing on the blackboard or giving examples.

Principles The teacher should demonstrate, not explain or translate.

46Direct method

Observation The teacher asks questions about the map in the target language.

Principle Students should learn to think in the target language as soon as possible.

47Direct method

Observation Students ask questions about the map.

Principle the purpose of language learning is communication ( therefore students need to learn how to ask questions as well as answer them).

48Direct method

Observation The teacher works with the students on the pronunciation of Appalachian.

Principle Pronunciation should be worked on right from the beginning of language instruction.

49Direct method

Observation The teacher corrects a grammar error by asking the students to make a choice.

Principle Self-correction facilitates language learning.

50Direct method

Observation The teacher asks questions about the students students ask each other questions.

Principle Lessons should contain some conversational activity- some opportunity for students to use language in real contexts.

51Direct method

Observation The students fill in the blanks with prepositions practiced in the lesson.

Principles Grammar should be taught inductively. There may never be an explicit grammar rule given.

52Direct method

Observation The teacher dictates a paragraph about United States geography.

Principle Writing is an important skill, to be developed from the beginning of language instruction.

53Direct method

Observation All of the lessons of the week involve United States geography.

Principle The syllabus is based on situations or topics, not usually on linguistic structures.

54Direct method

Observation A proverb is used to discuss how people in the U.S. view punctuality.

Principle Learning another language also involves learning how speakers of that language live.

55The teacher goalsDirect method

Teachers who use the Direct Method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language.

56The roles of the teachers the students Direct method

Although the teacher directs the class activities, the student role is less passive than in the Grammar-Translation Method.

57Characteristics of the teaching/learning processDirect method

In this method, students need to associate meaning and the target language directly.

Students speak in the target language a great deal.

58Some other characteristicsDirect method

In the Direct Method, is based upon situations or topics.

Grammar is taught inductively.

An explicit grammar rule may never be given.

59Inductive Grammar teachingDirect method

In Direct Method Grammar is taught inductively that is, the students are presented with examples and they figure out the rule or generalization from the examples.

60InteractionDirect method

In the Direct Method the initiation of the interaction goes both ways, from teacher to the students and from students to teacher, although the latter is often teacher directed.

61What about the students feelingsDirect method

There are no principles of the method which relates to this area.

62View on language Direct method

Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language.

63View on cultureDirect method

The students study culture consisting of the history of the people who speak the target language, the geography of the target countries, and the information about the daily lives of the speakers of the language.

64EmphasisDirect method

Vocabulary is emphasized over grammar. Although work on all four skills occurs from the start, oral communication is seen as basic. Pronunciation also receives attention from the beginning.

65Evaluation Direct method

In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills.

66Response to errorsDirect method

The teacher, employing various techniques, tries to get students to self-correct.

67Some techniques used in the MethodDirect method

Technique Reading aloud

Students takes turn reading sections of a passage, play, or dialog out loud. At the end of each students turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.

68Direct method

Technique Questions and answer exercise

This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words .

69Direct method

Technique Getting students to self-correct

The teacher has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied.

70Direct method

Technique Conversation practice

The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly.

71Direct method

Technique Fill-in-the-blank exercise

This technique has already been discussed in the Grammar-Translation Method, but differs in its application in the Direct Method.

72Direct method

In the Direct Method, all items in fill-in-the-blank exercises are in the target language. No explicit grammar rule would be applied. The students should induce the grammar rule they need to fill the blanks from the examples.

73Direct method

Technique Dictation

The teacher reads the passage three times. In the first and the last time, he reads with normal speed. In the second time, he reads phrase by phrase, allowing the students to write down what they have heard.

74Direct method

Technique Map drawing

This technique is used to give students listening comprehension practice. The students are given a map with the geographical features unnamed. Then the teacher gives the students directions so that the students, following the instruction, have a completely labeled map.

75Direct method

Technique Paragraph writing

The teacher asks the students to write a paragraph on a topic which has already been introduced to them through the reading passage. They can write the paragraph from memory, or they can use the reading passage in the lesson as a model.

76Chapter 4The Audio-Lingual Method

The Audio-Lingual Method, like the Direct Method, is an oral-based approach. However, rather than emphasizing vocabulary acquisition, the Audio-Lingual Method drills students in the use of grammatical sentence patterns.

77The Audio-lingual method

The Audio-Lingual Method, unlike the Direct Method, has a strong theoretical base in linguistics. Charles Fries (1945) led the way in applying principles from structural linguistics in developing the method.

78The Audio-lingual method

In the development of the Audio-Lingual Method, principles from psychology (Skinner 1957) were also incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning.

79Observations and their underlying principles The Audio-lingual method

Observation The teacher introduce a new dialog.

Principle Language forms do not occur by themselves they occur most naturally within a context.

80The Audio-lingual method

Observation The teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.

Technique The native language and the target language have separate linguistics systems. They should be kept apart.

81The Audio-lingual method

Observation The teacher introduces the dialogs and drills by modeling them she also corrects mispronunciation by modeling correct sounds.

Principle One of the teachers major roles is that of a model of the target language.

82The Audio-lingual method

Observation The students repeat each line of the new dialog several times.

Principle Language learning is a process of habit formation. The more often something is repeated, the stronger the habit and the greater the learning.

83The Audio-lingual method

Observation The students stumble over one of the lines of the dialog. The teacher uses a backward build up drill.

Technique It is important to prevent learners from making errors. Errors lead to the formation of bad habits.

84The Audio-lingual method

Observation The teacher initiates a chain drill in which each student greets another.

Technique The purpose of language learning is to learn how to use the language to communicate.

Principle Each language has a finite number of patterns. Pattern practice helps students to form the habit of using them.

89The audio-lingual method

Observation The teacher poses questions to the students rapidly.

Principle Students should overlearn, i.e. learn to answer automatically without stopping to think.

90The Audio-lingual method

Observation New vocabulary is introduced through lines of the dialog vocabulary is limited.

Principle The major objective of language teaching is the structural patterns. Vocabulary can be learned afterward.

91The Audio-lingual method

Observation Students are given no grammar rule grammatical points are taught through examples and drills.

Principle Like native language learning, the rules of the target language should be induced from examples.

92The Audio-lingual method

Observation The teacher does a contrastive analysis of the target language and the students native language in order to locate the places where the students may have trouble.

93The Audio-lingual method

Principle The major challenge of foreign language teaching is getting students to overcome the habits of their native language. A comparison between the languages will reveal the areas of difficulties.

94The Audio-lingual method

Observation The students do some limited written work.

Principle Speech is more basic to language than written form. The natural order of language acquisition is listening, speaking, reading and writing.

95The Audio-lingual method

Observation American and football is included.

Principle Language is not separated from culture. Culture is not only literature and fine arts, but also the everyday behavior of people

96The teacher goalsThe Audio-lingual method

Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to overlearn the language and use it automatically.

97The roles of the teacher and the studentsThe Audio-lingual method

The teacher is like an orchestra leader, directing and controlling the language behavior of the students. Students are imitators of the teachers model or the tape.

One of the shortcomings of the Audio-Lingual Method was the students inability to readily transfer the habits they had mastered in the classroom to communicative use outside of it.

110A reaction against the methodThe silent way

Linguists Noam Chomsky argued that language acquisition could not possibly take place through habit formation since people create and understand utterances they have never heard before.

111An Alternative viewThe silent way

Chomsky proposed that speakers have a knowledge of underlying abstract rules, which allow them to understand and create novel utterances. So language is not a product of habit formation, but rather of rule formation

112Cognitive ApproachThe silent way

The emphasis on human cognition led to the establishment of the Cognitive Approach. Rather than simply being responsive to stimuli in the environment, learners formulate hypotheses to discover the rules of the language.

113The silent way

According to cognitive approach, errors were inevitable and were signs that learners were actively testing their hypotheses. In the early 1970s there were great interest in applying this approach to language teaching.

114

No language teaching method ever really developed from the Cognitive Approach instead a number of innovative methods emerged. In the next few chapters we will take a look at these.

115The Silent Way

Although Caleb Gattegnos Silent Way did not stem directly from the Cognitive Approach, it shares certain principles with it.

116

One of the basic principles of the Silent Way is that Teaching should be subordinated to learning. This principle is in keeping with the active search for rules ascribed to the learner in the Cognitive Approach.

117

Gattegno look at language learning from the perspective of the learner. He said that learning is a process which we initiate by ourselves by mobilizing our inner resources to meet challenge at hand.

118Observations and their underlying principles The silent way

Observation The teacher points to five blocks of color without saying anything. The blocks of color represent the sounds of five English vowels close to the five simple vowels of Portuguese.

119The silent way

Principle The teacher should start with something the students already know and build from that to the unknown. Languages share a number of features, sounds being the most basic.

120The silent way

Observation The teacher points to the first block of color and says /a/. Several students say /e/, /i/, /o/, /u/ as the teacher points to the other four blocks.

121The silent way

Principle Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary.

122The silent way

Observation The teacher does not model the new sounds, but rather uses gestures to show the students how to modify the Portuguese sounds.

123The silent way

Principle Language is not learned by repeating after a model. Students need to develop their own inner criteria for correctness.

124The silent way

Observation Students take turns tapping out the sounds.

Principle Students action can tell the teacher whether or not they have learned.

125The silent way

Observation One student says, A esquerda, to help another.

Principle Students should learn to rely on each other and themselves.

126The silent way

Observation The teacher works with gestures, and sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible.

127The silent way

Principle The teacher works with the students while the students work on the language.

128The silent way

Observation The students learn the sounds of new blocks of color by tapping out the names of their classmates.

Principle The teacher make use of what students already know.

129The silent way

Observation The teacher points to a rod and then to three blocks of color on the sound-color chart. The students respond, rod.

Principle Learning involves transferring what one knows to new contexts.

130The silent way

Observation The teacher points to the words a and rod on the word chart.

Principle Reading is worked on from the beginning but follows from what students have learned to say.

131The silent way

Observation The teacher sits down at the table and is silent. After a minute, a girl points to a rod and says ,A rod.

Principle Silence is a tool. It helps to foster autonomy.

132The silent way

Observation The teacher points to a particular rod and taps out a blue rod on the sound-color chart.

Principle Meaning is made clear by focusing students perceptions, not through translation.

133The silent way

Observation One students tries to say a pink rod and has trouble. He looks to the teacher, but the teacher remains silent and looks to the other students.

134The silent way

Principle Students can learn from one another. The teacher silence encourages group cooperation.

135The silent way

Observation The first student tries to say a pink rod again. This time the teacher accepts the students correct pronunciation.

136The silent way

Principle If the teacher praises or criticizes students, they will be less self-reliant. The teachers actions can interfere with students developing their own criteria.

137The silent way

Observation Another students has trouble pronouncing part of the phrase a pink rod. Using gestures, the teacher isolates the trouble spot for her.

138The silent way

Principle Errors are important and necessary to learning. They show the teacher where things are unclear.

139The silent way

Observation After locating the error, the teacher does not supply the correct language until all self-correction options have failed.

Principle If students are simply given answers, they will not retain them.

140The silent way

Observation The teacher mouths the correct sound, but does not vocalize it.

Principle Students need to learn to listen to themselves.

141The silent way

Observation The students pronunciation is improved but still not as close to the target language sounds as some of the students are able to come. The teacher works with her a bit longer.

142The silent way

Principle At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time. Students learn at different rates.

143The silent way

Observation The teacher listens attentively.

Principle A teachers silence frees the teacher to closely observe the students behavior.

144The silent way

Observation The teacher says, Take the green rod, only once.

Principle Students learn they must give the teacher their attention in order not to miss what he says. Students attention is a key to learning.

145The silent way

Observation The students take turns issuing and complying with commands to take a rode of certain color.

Principle Students should engage in a great deal of meaningful practice without repetition.

146The silent way

Observation The students practice commands with compound objects.

Principle The elements of the language are introduced logically, expanding upon what students already know.

147The silent way

Observation The students take turns tapping out the sentences of their choice on the word charts.

Principle Students gain autonomy in the language by exploring it and by making choices.

148The silent way

Observation Some students choose to tap out simple commands others tap out more complex ones.

Principle Language is for self-expression.

149The silent way

Observation The teacher asks the students for their reactions to the lessons.

Principle The teacher can gain valuable information from student feedback.

150The silent way

Observation There is no homework assigned.

Principle Some learning takes place naturally as we sleep. Students will naturally work on the days lesson then.

151The silent way

Observation In subsequent lessons, the students will learn to use a number of different linguistic structures.

Principle The Syllabus is composed of linguistic structures.

152The silent way

Observation The students will practice making sentences with different combinations of the linguistic structures.

Principle The structures of the syllabus are not arranged in a linear fashion, but rather are constantly being recycled.

153The silent way

Observation The students will practice writing the sentences they create.

Principle The skills of speaking, reading, and writing reinforce one another.

154The teacher goalsThe silent way

Students should be able to use the language for self-expressions. In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness.

155The roles of the teacher and the studentsThe silent way

The teacher is a technician or engineer. The role of the students is to make use of what they know, to free themselves of any obstacles, and to actively engage in exploring the language.

156Characteristics of the teaching/learning processThe silent way

Students begin the study of language through its basic building blocks, its sounds.

The teacher sets up situations that focus students attention on the structures of the language.

157Some other characteristicsThe silent way

The teacher uses the students errors as evidence of where the language is unclear to students and, hence, where to work.

158The silent way

The students receives a great deal of practice with a given target language structure without repetition for its own sake. They gain autonomy in the language by exploring it.

159InteractionThe silent way

For much of the student- teacher interaction, the teacher is silent. He is still very active listening attentively to students speech, and silently working with them on their production through the use of nonverbal gestures.

160What about the students feelings?The silent way

The teacher constantly observes the students. When their feelings interfere, the teacher tries to find ways for the students to overcome them.

161Views on language cultureThe silent way

Languages of the world share a number of features. However, each language also has its own unique reality, or spirit.

The culture is inseparable from the Language.

162What areas of language are emphasized? The silent way

Pronunciation is worked on from the beginning. There is also a focus on the structures of the language, although explicit grammar rules may never be supplied. Vocabulary is somewhat restricted.

163Language skillsThe silent way

All four skills are worked on from the beginning of the course, although there is a sequence in that students learn to read and write what they have already produced orally.

164The role of the native languageThe silent way

The students native language is used to give instructions when it is necessary. It is also used during the feedback sessions.

Knowledge students possess of their native language can be exploited by the teacher of the target language.

165EvaluationThe silent way

Although the teacher may never give a formal test, he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what have been studying to new contexts.

166Response to errorsThe silent way

Student errors are seen as a natural, indispensable part of the learning process. The teacher uses student errors as a basis for deciding whether further work is necessary.

167Sound-color chartThe silent way

The chart contains blocks of color, each one representing a sound in the target language. The teacher, and later the students, points to blocks of color on the chart to form syllables, words, and even sentences.

168Teachers silenceThe silent way

The teacher gives just as much help as is necessary and then is silent. Or the teacher sets up an unambiguous situation, puts a language structure into circulation, and then is silent.

169Peer correction The silent way

Students are encouraged to help another student when he is experiencing difficulty. Any help should be offered in a cooperative manner, not a competitive one.

170Rods The silent way

At the beginning level, the rods can be used to teach colors and numbers. Later on they can be used for more complicated structures.

171Self-correction gesturesThe silent way

For example, the teacher may put his palms together and then move them outwards to signal to the students the need to lengthen the particular vowel they are working on.

172Word chartThe silent way

The teacher, and later the students, points to vowels on the wall charts in a sequence so that they can read aloud the sentences they have spoken.

173Fidel chartsThe silent way

The teacher, and later the students point to the color-coded Fidel charts in order that students associate the sounds of the language with their spelling.

174Structured feedbackThe silent way

Students are invited to make observations about the days lesson and what they have learned. The teacher accepts the students comments in a nondefensive manner.

175Chapter 6Desuggestopedia

The methods presented in this chapter and the next chapters are illustrative of what Celce-Murcia calls an affective-humanistic approach, an approach in which there is respect for students feelings.

176Desuggestopedia

The originator of this method, Georgi Lazanov, believes as does Silent Ways Caleb Gattegno, that language learning can occur at a much faster rate than ordinarily transpires.

177Desuggestopedia

According to Lozanov, the reason for our inefficiency in language learning is that we set up psychological barriers to learning. In order to learn better, the limitations need to be desuggested.

178Observations and their underlying principles

Observation The classroom is bright and colorful.

Principle Learning is facilitated in a cheerful environment.

179Desuggestopedia

Principle Among the posters hanging around the room are several containing grammatical information.

180Desuggestopedia

Principle Students can learn from what is present in the environment, even if their attention is not directed to it (Peripheral learning).

181Desugesstopedia

Observation The teacher speaks confidently.

Principle If students trust and respect the teachers authority, they will accept and retain information better.

182Desuggestopedia

Observation The teacher gives the students the impression that learning the target language will be easy and enjoyable.

183Desuggestopedia

Principle The teacher should recognize that learners bring certain psychological barriers with them to the learning situation. She should attempt to desuggest these.

184Desuggestopedia

Observation The students choose new names and identities.

Principle Assuming a new identity enhances students feeling of security and allows them to be more open.

185Desuggestopedia

Observation The students introduce themselves to the teacher.

Principle The dialog that the students learn contains language they can use immediately.

186Desuggestopedia

Observation The students play rhythmic instruments as they sing a song.

Principle Songs are useful for freeing the speech muscles and evoking positive emotions.

187Desuggestopedia

Observation The teacher distributes a lengthy handout to the class. The title of the dialog is To want is to be able to.

188Desuggestopedia

Principle The teacher should integrate indirect positive suggestions (there is no limit to what you can do) into the learning situation.

189Desuggestopedia

Observation The teacher briefly mentions a few points about English grammar and vocabulary.

Principle The teacher should present and explain the grammar and vocabulary, but not dwell on them.

190Desuggestopedia

Observation There are reproductions of classical painting throughout the text.

Principle Fine art provides positive suggestions for students.

191Desuggestopedia

Observation In the left column is the dialog in the target language. In the right column is the native language translation.

Principle One way that meaning is made clear is through native language translation.

192Desuggestopedia

Observation The teacher reads the dialog with a musical accompaniment. She matches her voice to the rhythm and intonation of the music.

193Desuggestopedia

Principle Communication takes place on two planes on one the linguistic message is encoded and on the other are factors which influence the linguistics message.

194Desuggestopedia

Communication takes place on two planes. On the conscious plane, the leaner attends to the language on the subconscious plane, the music suggests that learning is easy and pleasant.

195Desuggestopedia

Observation For the homework, the students are to read the dialog at night and in the morning.

Principle At these times, the distinction between the conscious and the subconscious is most blurred and, therefore, learning can occur.

196Desuggestopedia

Observation The teacher gives the students hats to wear for the different characters in the dialog. The students take turns reading portions of the dialog.

197Desuggestopedia

Principle Dramatization is a particularly valuable way of playfully activating the material. Fantasy reduces barriers to learning.

198Desuggestopedia

Observation The teacher tells the students that they are auditioning for a play.

199Desuggestopedia

Principle The fine arts (music, art, and drama) enable suggestions to reach the subconscious. The arts should, therefore, be integrated as much as possible into the teaching process.

200Desuggestopedia

Observation The teacher teaches the students a childrens song.

Principle It is desirable the students achieve a state of infantilization so they will be more open to learning.

201Desuggestopedia

Observation The teacher and students play a game.

Principle In the atmosphere of play, the conscious attention of the learner does not focus on linguistic forms, but rather on using the language.

202Desuggestopedia

Observation The student makes an error and the teacher corrects the error in a soft voice.

Principle Errors are corrected gently, not in a direct, confrontational manner.

203The teacher goalsDesuggestopedia

Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication.

204The role of the teacher the students

The teacher is the authority in the classroom. If the students trust the teacher, they can feel more secure. If they feel secure, they can be more spontaneous and less inhibited.

205Some characteristics of the teaching/learning process

A Desuggestopedic course is conducted in a bright and cheerful classroom. Posters displaying grammatical information are hung around the room to take advantage of students peripheral learning.

206Desuggestopedia

Students select language names and choose new occupations.

The texts students work from are handouts containing lengthy dialogs.

There are two major phases the receptive phase and the activation phase.

207Interaction

The teacher initiates interactions with the whole group of students and with the individuals right from the beginning of a language course.

208What about students feeling?

A great deal of attention is given to students feelings in this method. One of the fundamental principles of the method is that if students are relaxed and confident, they will learn language easily.

209 Views on language

Language is the first of two-plane process of communication. In the second plane are the factors which influence the linguistic message.

210Views on culture

The culture which students learn concerns the everyday life of people who speak the language. The use of the fine arts is also important in Desuggestopedic classes.

211What areas of language is emphasized?

Vocabulary is emphasized. Grammar is dealt with explicitly but minimally.

Speaking communicatively is emphasized. Students also read and write in the target language.

212The role of the student native language

Native-language translation is used to make the meaning of the dialog clear. The teacher also uses the native language in class when necessary.

213Evaluation

Evaluation usually is conducted on students normal in-class performance and not through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning.

214Response to student errors

Errors are corrected gently, with the teacher using a soft voice.

215Reviewing the techniques and the classroom set-up

Classroom set-up

The challenge for the teacher is to create a classroom environment which is bright and cheerful.

216Peripheral learning

This technique is based upon the idea that we perceive much more in our environment than that to which we consciously attend.

217Positive suggestion

It is the teachers responsibility to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them.

218Direct indirect suggestions

Direct suggestion appeals to the students consciousness. Indirect suggestion which appeals to the students subconscious, is actually the more powerful of the two.

219Choose a new identity

The students choose a target name and a new occupation. As the course continues, the students have an opportunity to develop a whole biography about their fictional selves.

220Some more techniques

Role play, First concert, Second concert, Primary activation, and creative activation are other techniques used in the method.

221Chapter 7Community Language Learning

This method advises teachers to consider their students as whole persons. Whole person learning means that teachers consider not only their students intellect, but also their feelings.

222Community language learning

The method takes its principles from the more general Counseling-Learning approach developed by Charles A. Curran who was influenced by Carl Rogers humanistic psychology.

223Community language learning

Adults are threatened by the change inherent in learning. Curran believed that a way to deal with the fears of students is for teachers to become language counselors.

224Observations and their underlying principles

Observation The teacher greets the students, introduces himself, and has the students introduce themselves.

Principle Building a relationship with and among students is very important.

225Community language learning

Observation The teacher tells the students what they are going to do.

Principle Any new learning experience can be threatening. People learn non-defensively when they feel secure.

226Community language learning

Observation Students have a conversation.

Principle Language is for communication.

227Community language learning

Observation The teacher stands behind the students.

Principle The superior knowledge and power of the teacher can be threatening.

228Community language learning

Observation The teacher translates what the students want to say in chunks.

Principle The teacher give the students what they need to be successful.

229Community language learning

Observation The students are invited to talk about hoe they felt during the conversation.

Principle Teacher and students are whole persons.

230Community language learning

Observation The teacher understands what the students say.

Principle The teacher counsels the students. He does not offer advice, but rather shows them that he is really listening to them.

231Community language learning

Observation The students listen to the tape and give the Indonesian translation.

Principle The students native language is used to make the meaning clear.

232Community language learning

Observation The teacher reads the transcript three times. The students relax and listen.

Principle Students need quite reflection time in order to learn.

233Community language learning

Observation In the Human Computer activity, the students choose which phrase they want to practice pronouncing the teacher repeats the phrase until the learner is satisfied and stops.

234Community language learning

Principle Students best learn when they have a choice in what they practice. Students develop an inner wisdom about where they need to work.

235Community language learning

Observation Students work together in groups of three.

Principle In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher.

236Community language learning

Observation The teacher corrects by repeating correctly the sentence the students have created.

Principle The teacher should work in non-threatening way with what the leaner has produced.

237Community language learning

Observation The students read their sentences to the class.

Principle Developing a community among the class members builds trust and reduces the threat of the new learning situation.

238Community language learning

Observation The teacher plays the tape two more times while the students listen.

Principle Retention will best take place somewhere in between novelty and familiarity.

239Community language learning

Observation The students are once again invited to talk about the experience in that evening.

Principle In addition to reflecting on the language, students reflect on what they have experienced.

240Community language learning

Observation Other activities with the transcript of the first conversation occur.

Principle In the beginning stages, the syllabus is generated primarily by the students.

241The teacher goalsCommunity language learning

The teacher wants the students to learn how to use the target language communicatively, to learn about their own learning, to take responsibility for it, and to learn how to learn from one another.

242The role of the teacherCommunity language learning

The teachers initial role is a counselor.

Initially the learners are very dependent upon the teacher. However, as they continue to study they become increasingly independent.

243Community language learning

Five stages have been identified from dependency to mutual interdependency with the teacher. In stages I, II, and III, the teacher focuses not only on the language but also on being supportive of learners.

244Community language learning

In Stage IV, the teacher can focus more on accuracy. Accuracy is subordinated to fluency in the first three stages. The reverse is true in Stages IV and V.

In this method, students typically have a conversation using their native language. The teacher translates what they want to say in chunks.

246Community language learning

These chunks are recorded, and when they are replayed, it sounds like a fairly fluid conversation. Later, a transcript is made of th

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